![]() The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations-effectively managing stress, controlling impulses, and motivating oneself. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The ability to understand social and ethical norms for behavior and to recognize daily, school, and community resources and supports. The ability to take the perspective of, and empathize with others, including those from diverse backgrounds and cultures. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.” The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. SOCIAL AND EMOTIONAL LEARNING (SEL) COMPETENCIES SEL can help empower young people and adults to co-create thriving schools and contribute to safe and healthy communities. SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. Why SEL? Social and emotional learning (SEL) is an integral part of education and human development. To this end, we ask that you let us know if you find updated lessons or links that might violate our community standards so that they can be addressed expediently. We acknowledge our success in helping students thrive requires the combined efforts of all stakeholders involved. We encourage teachers and families to use these resources to help students succeed in and out of the classroom. We have carefully reviewed each of these resources and feel confident they meet our high community standards, follow Utah's Portrait of a Graduate and most importantly, provide valuable skills to our students. Our district uses the following evidenced-based SEL resources: Learning to Breathe, Botvin Life Skills, Mind-Up, Pure Edge, and Sanford Harmony. As a result, students, families, and schools thrive together. SEL provides a foundation for positive, long-term effects from effective problem-solving to self-discipline, from impulse control to emotion management and more. Social emotional learning (SEL) and support provide students with skills to not only cope with daily struggles, but to thrive academically, socially, emotionally, and mentally. In our schools, we see every day the effects this has on our students as they struggle to navigate these complexities. It is apparent that the world has become much more complicated for our children. Statement on Social Emotional Learning and Support In an effort to meet the needs of adults and children in the Cache County School District, we actively promote Social Emotional Learning to develop the skills, empathy, and resilience needed to care for oneself and others in order to make our school community a safe, caring and healthy place to live. ![]() REACH-OST (Before, After, and Summer School program)Ĭache County School District Vision of SEL.Graduation Requirements- Middle/High School.Drug testing policy - Secondary Education.Concurrent Enrollment - Secondary Education.Career and Technical Education: Grades 9-12.Advanced Placement - Secondary Education. ![]() Increased optimism, happiness and resilience. Enhanced strategies for self-regulation. ![]() Better student outcomes: Academics, attention, and prosocial behaviour. When practiced regularly it allows children to: Practiced three times per day, this focused breathing practice gives children a tool to help them to regulate their stress and emotions through regulating their physiology, and activating the attentional regions of the brain.Ĭontrolled, focused breathing is an exercise in mindful awareness. This is a years programme of 15 lessons, however we will be completing it over two years along side the new Dimensions curriculum. MindUP infuses developmental neuroscience, mindful awareness practice, social emotional learning (SEL), and positive psychology to foster children’s joy and resiliency. ![]()
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